Abstract
The aim of this study was to know the effectiveness of pedagogical code switching (CS) and learner’s language attitude on EFL learner’s learning outcomes. This study was carried out at State Junior High School 23 of Malang, East Java. A quasi experimental design was used in this study. To this end, 68 students of 230 were randomly selected. The instruments used in this study were English tasks which required the students to answer in English and language attitude scale. The findings of this study revealed that (1) there was a significant difference between the students who were given pedagogical CS and those who were not given pedagogical CS on EFL learner’s learning outcomes (P=.001<.05), (2) there was a significant correlation between language attitude and EFL learner’s learning outcomes (r=.253; P=.038<.05), and (3) there was an interaction between pedagogical CS student’s language attitude on EFL learner’s learning outcomes (F=2.76; P=.027<.05). And determinant coefficient showed that 17.5% contributed to the EFL learner’s learning outcomes. Keywords: pedagogical code switching, EFL learner and learning outcomes
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